From Dissertation to Publication in Mathematics Teacher Educator

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  • 1 North Carolina State University

In this editorial, we provide suggestions for authors who are preparing a manuscript for the Mathematics Teacher Educator journal that is based on a dissertation. We recommend that authors begin by examining their findings and identifying a focus that addresses a shared problem of practice for mathematics teacher educators. Authors should become familiar with the journal by reading editorials and related articles published in the journal. Finally, the Writing Tool can serve as a guide for preparing an outline for the manuscript, which can be shared with the editors and colleagues for feedback.

Contributor Notes

Karen Hollebrands, North Carolina State University

Heather West, North Carolina State University

Valerie Faulkner, North Carolina State University

Emily Elrod, North Carolina State University

Mathematics Teacher Educator
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  • 2.

    Billings, E., & Swartz, B. (2021). Supporting preservice teachers’ growth in eliciting and using evidence of student thinking: Show Me Narrative. Mathematics Teacher Educator, 10(1), 29–67.

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  • 3.

    Crespo, S., & Bieda, K. (2017). So you want to be an MTE author? A tool for writing your next MTE manuscript. Mathematics Teacher Educator, 5(2), 8593.

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  • 4.

    Elrod, E., West, H., Hollebrands, K. F., & Faulkner, V. (2021). Interventions, tools, and equity-oriented resources in the MTE journal. Mathematics Teacher Educator, 9(1), 36.

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  • 5.

    Faulkner, V. (2020). Building a Knowledge Base: A “Thinking Model” to Understand the Flow of an MTE Manuscript. Mathematics Teacher Educator 8(2), 37.

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  • 6.

    Gallivan, H. R. (2017). Supporting prospective middle school teachers’ learning to revise a high-level mathematics task to be culturally relevant. Mathematics Teacher Educator, 5(2), 94121.

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  • 7.

    Hollebrands, K., West, H., Elrod, E., & Faulkner, V. (2021). Considering connections across research questions, data, methods, and claims. Mathematics Teacher Educator, 9(2), 9193.

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  • 8.

    Kalinec-Craig, C., Bonner, E., & Kelley, T. (2021). Support and enrichment experiences in mathematics (SEE Math): Using case studies to improve mathematics teacher education. Mathematics Teacher Educator, 10(1), 68–83.

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    Roller, S. A. (2019). Noticing and wondering: A language structure to support mentoring conversations. Mathematics Teacher Educator, 7(2), 4456.

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  • 10.

    Slate Young, E., & Roller Dyess, S. (2021). Supporting prospective teachers in problem solving: Incorporating mindset messaging to overcome math anxiety. Mathematics Teacher Educator, 10(1), 9–28.

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  • 11.

    Tan, P., & Thorius, K. K. (2018). En/countering inclusive mathematics education: A case of professional learning. Mathematics Teacher Educator, 6(2), 5267.

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  • 12.

    Webel, C., & Yeo, S. (2021). Developing skills for exploring children’s thinking from extensive one-on-one work with students. Mathematics Teacher Educator, 10(1), 29–47.

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